Code Switching in English as Second Language in ESL class room: Students’ identities, attitudes and feelings
Code switching and code mixing is a widespread phenomenon in bilingual communities now days where speakers switch back and forth between their native language (L1) and their second language (L2). In Pakistan, English vocabulary is frequently mixed in Urdu, the National Language of Pakistan. The tendency of mixing of English words is not only limited to spoken discourse but are also seen in the written data as well. The policy of many public and private institutions demands to use only English language as a medium of teaching. This practice is more visible in the classrooms where English is taught as a Second Language. In this scenario, the policy makers ignore the fact that the learning abilities of L2 learners do vary. In fact they ignore the feelings and attitudes of L2 learners towards this second language.
Teaching of English has been made compulsory but its effectiveness is a matter of question. The aim of this paper is to investigate the effects of code switching and code mixing on the native identities, attitudes, voices, feelings and understanding of the L2 learners in ESL classroom. It also examines how English language and culture posing a serious linguistic and cultural shock and threat upon natives. The methodology applied in this research is both qualitative and quantitative. The target populations are 100 students of different disciplines from University of Gujrat. They have been observed for 1 hours lecture daily for a week. The classroom discourse and questionnaires add a great deal to the data collection. All the data is analyzed by applying SPSS. The findings of this research reveal how the frequent practice of switching and mixing of English affecting the native identities of the learners. The findings are shown in graphs and tables.
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